【文章內(nèi)容簡(jiǎn)介】 rammatical mistakes. English learners need this active and confident spirit. In the same language circumstances, it’s impossible for the person who has little or no selfconfidence to study English well. When a confident student gets better grades after taking positive attitude and action, he will be more confident in the future. Then, we can conclude that selfconfidence and English grades affect each other and promote each other. Anxiety The anxiety in language learning mainly means the tension that occurs when you are using a foreign language to municate. Anxiety may be the biggest affective obstacle in language learning. It is the nervous or dreadful teaching when a person’s selfconfidence is undermined because of some obstacles that can’t be overe. (Wang, Wan 2001:43). It’s a kind of psychological condition when facing some special situations or affairs. In many circumstances, learner’s anxiety degree is related to past experience and his general attitude towards study. Different teaching attitude can lead to different anxiety degree. On one hand, students who fall into very deep anxiety and always bee nervous will give up finally. On the other hand, taking effective measures in time and overing psychological anxiety can make sure your English learning is successful. This kind of anxiety can disappear after many times’ try. But, not all of the students can overe their anxiety. If the language learning brings the students anxiety time by time, the anxiety may bee a kind of habit. Once the anxiety bees a student’s habit, it will have seriously bad effects on the student’s language learning. Anxiety not only es from the learning but also es from the teacher and the teaching process. First, exam may result in anxiety. Students are always anxious of bad grades. This kind of anxiety will affect students’ normal exertion. Second, petition may lead to anxiety. When the learner pares himself with others and finds that others are better, he will bee anxious. Third, the way teacher municates with the learner may lead to anxiety. A too strict or critical teacher will make the learner bee anxious too. Function of Affective FactorsThere are major five functions of affective factors. They are motive, regulative, signal, migratory, and infective functions. Now, let me introduce them in detail. The Motive Function of Affective Factors Traditional psychology believes that the direct pushing power of a person’s behavior is his motivation. And, motivation is caused by one’s inner needs. Then, needs bee a person’s basic motive power system behind his behavior.(Yin 2002:113). Present affective psychological research shows that affection has close relationship with this power system. In the process of one’s motivational behavior, affective factor is the most regulative aspect. For example, the same people and the same needs, under the same circumstance, will have quite different performance if they are in different mood. When a person is in good mood, he will try his best and overe every difficulty until he gets his goal. When a person is in bad mood, he will lose the spurt and give up in the process. As Marx said, ardor and passion are the power of a man who searches for his goal. Passion is the positive power for a man who wants to fulfill his purpose (Yin 2002:114). If the motive power function of affection can be used in math learning, it will increase students’ learning enthusiasm and initiative. Teaching is different from other cognitional activities. It requires students to absorb some knowledge and doing some specific practice in time and in required way. It needs not only diligent work but also needs enough enthusiasm. Just like what educational expert Robert Frost has said, affection regulates students’ attitude and the enthusiasm of learning. In learning, a good state of mind can make a student be concentrated, interested, satisfied and positive, but a bad state of mind will make them bee wandering, cool, unsatisfied and negative. The teacher’s task is making the students understand that learning knowledge and seeking truth are full of difficulties and obstacles, and giving them the right learning motivation at the same time, then, using the positive power of affection to promote students’ learning efficiency. The Regulative Function of Affective Factors The regulative function of emotion means that emotion can organize and disintegrate a person’s cognitional manipulator activities. (Lu 2000:94). This regulative function exactly shows how much a person’s behavior is affected by his motivation. This is the most attractive function of affection that contemporary psychologist has revealed. In recent years, Chinese psychological researchers also prove that affection exactly has much influence on a person’s cognitional process, and this influence has two sides. It is showed in two aspects specifically. In one aspect, medium affection is good for intellective activities, but too high or too low affect is bad for it. In the other aspect, happiness is good for intellective activities, while pain, fear, and anger are bad for it. Our country’s psychological research also shows that happiness and interest provide intellective activities the best emotional background. We always have such kind of experience in our daily life. When we are happy, we think quickly and remember easily. When we are in bad mood, we have difficulties in thinking and forget things easily. All of the above are the detail account of this function. Using the regulative function of affection can apparently increase students’ intellective activity frequency. As we all know, teaching and learning activity requires students to process a large amount of information in a short time, and it requires students’ quick intellective activity. Traditional teaching wants to use the “spoonfeed” way to maintain a balance between the short time and the huge information. But, it didn’t work. The contemporary